Parental Attribution of Mathematics Achievement in Lebanon: Gendered Patterns of Effort and Talent
DOI:
https://doi.org/10.23918/ijsses.v13i1p2Keywords:
Parental Beliefs, Mathematics, Perceptions, Gender Stereotypes, Achievement Attribution, LebanonAbstract
This study investigated parental perceptions of children’s mathematics achievement in Lebanon, focusing on gendered patterns in how success is explained. Survey data from 299 parents examined ratings of children’s mathematics performance, explanations for success or failure, and perceived academic strengths. Although parents rated girls and boys similarly in achievement, explanations for success differed by gender: boys’ success was attributed mainly to innate mathematical ability, whereas girls’ was attributed to motivation, effort, or support from others. Further analyses showed that parent characteristics, including age, gender, and survey language, influenced attribution styles. In terms of perceived academic strengths, parents more often associated boys with mathematics and logic, and girls with communication-based skills. The findings raise concerns about a possible unintentional communication of gendered expectations at home and call for future research into their development and long-term effects on children’s academic self-concept.
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